Volume 8, Issue 11 (November 2021), Pages: 87-95
Original Research Paper
Title: Gender issue in modern education: Theory and practice
Author(s): Olena Stepanenko 1, *, Kostiantyn Tarasenko 2, Olena Karakoz 3, Tetiana Dolbenko 3, Larysa Markevych 4
1Department of Social and Humanitarian Education, Communal Institution of Higher Education Dnipro Academy of Continuing Education of Dnipropetrovsk Regional Council, Dnipro, Ukraine
2Department of Constitutional Law and Human Rights, National Academy of Internal Affairs, Kyiv, Ukraine
3Department of Information Technology, Faculty of Information Technology Law and Cyber Security, Kyiv National University of Culture and Arts, Kyiv, Ukraine
4Department of Choreography, Faculty of Art and Pedagogical Arts, Rivne State Humanities University, Rivne, Ukraine
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* Corresponding Author.
Corresponding author's ORCID profile: https://orcid.org/0000-0003-0887-5808
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So far, gender inequality in education has been considered in the context of inequality in women’s access to technical specialties, the impact of education on the fertility rate and wages of women, the impact of religious, cultural, social-economic values on women’s education level. However, this concept does little to explain the gender imbalance and low quality of human capital in an environment where women have the opportunity to be educated in any field of knowledge through a feminization in the European countries. The research methodology is based on the correlation analysis of indicators of gender equality in education in Germany, France, Poland, and Ukraine for 1991-2018. The purpose of the study is to identify the trends and dynamics of gender changes in education, the level of gender inequality and establish the causes and effects of gender asymmetry in some European countries. To evaluate gender equality in education, we used the Gender Parity Index. The results of correlation analysis prove the presence of a direct connection between the level of fertility and the Gender Parity Index in the field of primary and higher education, while in the field of secondary education-reverse. Such tendencies are inherent in almost all countries of Europe. The analysis of indicators characterizing the level of education of women within the Eurozone countries shows the decisive role of the structure of the economy and the needs of the labor market in specialists with digital skills and mental abilities. The structure of the economy and the efficiency of various sectors ensure the reduction of gender inequality in education, contributing to overall economic growth and GDP per capita. Political institutions and national policies indirectly influence gender inequality in education by regulating the development of sectors of the economy with different levels of female employment. The proposed paradigm of gender inequality is based on the crucial role of skills, competencies, and abilities regardless of gender. The gender imbalance has been overcome in countries with a high level of women’s competence. Competence is a new paradigm in overcoming gender inequality.
© 2021 The Authors. Published by IASE.
This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/).
Keywords: Gender inequality, Gender imbalance, Paradigm of competence, Paradigm of gender inequality, Gender parity index
Article History: Received 14 June 2021, Received in revised form 29 August 2021, Accepted 2 September 2021
Compliance with ethical standards
Conflict of interest: The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.
Stepanenko O, Tarasenko K, and Karakoz O et al. (2021). Gender issue in modern education: Theory and practice. International Journal of Advanced and Applied Sciences, 8(11): 87-95
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